Lives in Education: A Narrative of People and Ideas

By L. Glenn Smith; Joan K. Smith | Go to book overview

Spaniard, but he got beyond the limitations of monoculturalism by steeping himself in the Nahuatl language. Sor Juana Inés de la Cruz transcended the limits imposed by European culture because the unique conditions under which she lived allowed it. Christopher Dock demonstrated that one could be just as loyal and valuable a citizen speaking German or speaking English, and that firm, insightful kindness in a teacher always gets better results than anger and punishment--in any language. Noah Webster Illustrates both the yearning for cultural unanimity and the optimism made possible by diversity. And finally, Thomas Jefferson reflected great faith in education's possibilities and a residue of elitist suspicion that educational arrangements should not be left to individuals and communities.

Much of our contemporary world is a result of the millions of cultural interactions of the sixteenth, seventeenth, and eighteenth centuries. Our issues of equity, fairness, and justice are rooted in the conflicts of that period. Possible solutions can be informed by our knowledge of them.


NOTES
1.
William H. McNeill, The Rise of the West: A History of the Human Community ( Chicago: University of Chicago Press, 1963), 567.
2.
Walter Prescott Webb, The Great Frontier ( Boston: Houghton Mifflin, 1952), 33.
3.
Jack Weatherford, Indian Givers: How the Indians of the Americas Transformed the World ( New York: Fawcett Columbine, 1988), 57-58.
4.
Todorov, The Conquest of America: The Question of the Other, trans. Richard Howard ( New York: Harper & Row, 1984), 4-5.
5.
Cited in Todorov, The Conquest of America, 10.
6.
Herbert Eugene Bolton, trans., "A Brief Report ...," Spanish Exploration in the Southwest, 1542-1706, ed. Herbert Eugene Bolton ( New York: Barnes and Noble, [ 1908] 1946), 131.
7.
Quoted in Todorov, The Conquest of America, 123.
8.
Quoted in Todorov, The Conquest of America, 190.
9.
Antonio de la Ascension, "The Method to be Observed in Subduing and Settling the Realm of the Californias," in Bolton, Spanish Exploration, 128.
10.
See Todorov, The Conquest of America, 217.
11.
As cited in Todorov, The Conquest of America, 220.
12.
Todorov, The Conquest of America, 220.
13.
Philip G. Altbach and Gail P. Kelly, Education and Colonialism ( New York: Longman, 1978), 15.
14.
Quoted in Todorov, The Conquest of America, 221; see also Luis Nicolau D'Olwer , Fray Bernardino de Sahagún (1499-1590) ( México, D.F.: Bibliógrafos Asociados, S. A., [ 1949] 1990), 125-132.
15.
Todorov, The Conquest of America, 221.
16.
Todorov, The Conquest of America, 240-249.
17.
Todorov, The Conquest of America, 237-238.
18.
Scipio A. J. Colin III, "Voices from Beyond the Veil: Marcus Garvey, the Universal Negro Improvement Association, and the Education of African- Ameripean Adults" (Ed.D. diss., Northern Illinois University, 1987).

-235-

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Lives in Education: A Narrative of People and Ideas
Table of contents

Table of contents

  • Title Page iii
  • Preface vii
  • Notes x
  • Contents xi
  • Introduction 1
  • Chapter One - The Greeks 5
  • Notes 31
  • Chapter Two - The Romance 33
  • Notes 55
  • Chapter Three - The Monastics 57
  • Notes 91
  • Chapter Four - The Humanists 94
  • Notes 121
  • Chapter Five - The Reformers 123
  • Notes 148
  • Chapter Six - The New Educators 151
  • Notes 196
  • Chapter Seven - The Americans 198
  • Notes 235
  • Chapter Eight - The Friends of Education 239
  • Chapter Nine - The Progressives 273
  • Notes 310
  • Chapter Ten - The Outsiders 312
  • Notes 351
  • Chapter Eleven - The Critics 355
  • Notes 407
  • Chapter Twelve - The Paradigm Shifters 412
  • Notes 439
  • Epilogue 443
  • Notes 445
  • Contributors 447
  • Index 449
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